Schools are facing increasing demands to prepare students for rapid economic, environmental and social changes, for jobs that have not yet been created, for technologies that have not yet been invented, and to solve social problems that have not yet been anticipated. Underpinning the E2030 project is the premise that education needs to do more than prepare young people for the world of work. It also needs to equip them with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Within the broader context of educational outcomes, mathematical thinking and reasoning are increasingly pertinent to the economic, political and social life in the 21st century and beyond. Mathematical thinking and reasoning are used in a growing range of occupations and are becoming increasingly significant in new opportunities for human advancement. For example, Artificial Intelligence (AI) requires complex algorithms, computer simulations and analyses of large amounts of data for economic, scientific, and social planning, all require the application of mathematical knowledge and skills. This OECD Education 2030 position paper considers the challenges that young people will face; suggests the importance of the concept of learner agency; proposes an overarching learning framework with transformative competencies; reviews the nature of the knowledge, skills, attitudes and values that are applicable to mathematics education; and ends with possible curriculum design principles. It encapsulates the key messages of the project so far.